Learning in friendship groups: developing students’ conceptual understanding through social interaction

2.50
Hdl Handle:
http://hdl.handle.net/10545/621273
Title:
Learning in friendship groups: developing students’ conceptual understanding through social interaction
Authors:
Senior, Carl; Howard, Chris ( 0000-0002-4369-5127 )
Abstract:
The role that student friendship groups play in learning was investigated here. Employing a critical realist design, two focus groups on undergraduates were conducted to explore their experience of studying. Data from the “case-by-case” analysis suggested student-to-student friendships produced social contexts which facilitated conceptual understanding through discussion, explanation, and application to “real life” contemporary issues. However, the students did not conceive this as a learning experience or suggest the function of their friendships involved learning. These data therefore challenge the perspective that student groups in higher education are formed and regulated for the primary function of learning. Given these findings, further research is needed to assess the role student friendships play in developing disciplinary conceptual understanding.
Affiliation:
Aston University; University of Derby
Citation:
Senior, C. and Howard, C. (2014) 'Learning in friendship groups: developing students’ conceptual understanding through social interaction'. Front. Psychol. 5:1031
Publisher:
Frontiers
Journal:
Frontiers in Psychology
Issue Date:
2014
URI:
http://hdl.handle.net/10545/621273
DOI:
10.3389/fpsyg.2014.01031
Additional Links:
http://journal.frontiersin.org/article/10.3389/fpsyg.2014.01031/full#
Type:
Article
Language:
en
EISSN:
16641078
Sponsors:
Aston University
Appears in Collections:
Department of Life Sciences

Full metadata record

DC FieldValue Language
dc.contributor.authorSenior, Carlen
dc.contributor.authorHoward, Chrisen
dc.date.accessioned2017-01-18T14:22:47Z-
dc.date.available2017-01-18T14:22:47Z-
dc.date.issued2014-
dc.identifier.citationSenior, C. and Howard, C. (2014) 'Learning in friendship groups: developing students’ conceptual understanding through social interaction'. Front. Psychol. 5:1031en
dc.identifier.doi10.3389/fpsyg.2014.01031-
dc.identifier.urihttp://hdl.handle.net/10545/621273-
dc.description.abstractThe role that student friendship groups play in learning was investigated here. Employing a critical realist design, two focus groups on undergraduates were conducted to explore their experience of studying. Data from the “case-by-case” analysis suggested student-to-student friendships produced social contexts which facilitated conceptual understanding through discussion, explanation, and application to “real life” contemporary issues. However, the students did not conceive this as a learning experience or suggest the function of their friendships involved learning. These data therefore challenge the perspective that student groups in higher education are formed and regulated for the primary function of learning. Given these findings, further research is needed to assess the role student friendships play in developing disciplinary conceptual understanding.en
dc.description.sponsorshipAston Universityen
dc.language.isoenen
dc.publisherFrontiersen
dc.relation.urlhttp://journal.frontiersin.org/article/10.3389/fpsyg.2014.01031/full#en
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/en
dc.subjectFriendshipen
dc.subjectCollaborative learningen
dc.subjectStudent understandingen
dc.subjectStudy groupsen
dc.titleLearning in friendship groups: developing students’ conceptual understanding through social interactionen
dc.typeArticleen
dc.identifier.eissn16641078-
dc.contributor.departmentAston Universityen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalFrontiers in Psychologyen
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